Learning outcomes: perspective and practice A case study of University of Belgrade

Abstract

This master thesis aims to identify perspectives relevant to the understanding of learning outcomes, as well as their interpretation and embeddedness in the context of the University of Belgrade. Moreover, it will try to find patterns in the perceptions of change associated with the introduction of learning outcomes to the University of Belgrade. The analysis is based on ‘Prøitz model’ (2010) that categorises learning outcome perspectives according to nature and meaning, and the purpose of the concept. It is also a useful analytic tool to show how learning outcomes are interpreted and embedded in the institutional setting of the University of Belgrade. Moreover, the study builds upon the set of institutional approaches relevant to the policy adaptation, in order to reflect how actors who assume different roles and positions within the organisation may interpret learning outcomes, or how the concept may be relevant to the policy adaptation as well. The study employs twelve interviews among academics and academic leaders to explore their perceptions of learning outcomes. Furthermore, it complements the opinions of academics with the document analysis to strengthen the findings. The findings indicate that neither of the perspectives can contribute solely to the understanding of learning outcomes, but all four together provide a holistic overview of the concept’s complexity. In addition, data shows considerable variations in interpretations and application to practice, not only as tool useful in curriculum design or on the opposite a tick-box accountability tool, a formal requirement with questionable value in practice. Finally, academic perspectives of changes associated with the introduction indicate to several patterns which might be of a future study interest of the process of institutionalisation of the learning outcomes.